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Self-Regulated Strategy Development Self-Regulated Strategy Development, also commonly referred to as SRSD, is a writing strategies instruction approach that combines powerful writing strategies for writing and critical strategies for self-regulation of the writing process. Initially developed for students with severe learning problems, SRSD has been found to be beneficial for struggling readers as well. This is due to the sharing of critical characteristics between the two: production of writing that is less polished, expansive, coherent, and effective. SRSD was not only created to aid in difficulties with writing, but also with attitudes and beliefs about writing, motivation, and self-efficacy.

SRSD is researched based, with more than 40 studies using the model of instruction. It has resulted in improvements of four main aspects of student performance. These include (1) quality of writing, (2) knowledge of writing, (3) approaches to writing, and (4) self-efficacy. With this specific approach, students are explicitly taught strategies for specific writing genres, as well as general writing strategies. Struggling writers often require more extensive, structured, and explicit instruction. SRSD provides this exact type of instruction to meet the needs of students, as well as those of teachers. In addition to writing strategies, students learn self regulation strategies such as goal setting, self-monitoring, self-reinforcement, and self-instructions. Both writing and self regulation strategies are learned within the writing process.

In the classroom, SRSD is scaffolded so that responsibility for applying writing an self-regulation strategies gradually shift from teacher to student. Throughout the process, students are active collaborators in the learning process. Not only is SRSD research based, but it its instruction is also criterion-based as opposed to time-based. Students move through the stages of instruction at their own pace. More importantly, children do not progress through stages until initial criteria to do so is met. For individualization, stages may be revisited and/or combined as necessary to meet the needs of individual students. For some students, all stages may not be needed, and can be skipped. Research shows that as challenges become more significant, instruction must become more explicit. For this reason, struggling readers need to progress through all stages of instruction inorder to be able to incorporate the strategies independently. SRSD may be used independently, in small groups, or in class as a whole. The program is intended for students in grade two through high school. Depending on grade level, lessons can range from twenty to forty minutes per session, with a recommended three session per week for six to eleven weeks. Although no special technology is needed, the program comes equipped with a highly specified teacher's manual. It is important to note that SRSD does not represent a complete writing curriculum. It is meant to supplement the curriculum that is already in place.

The Major Goals of SRSD There are three major goals of Self-Regulated Strategy Development: "1. To assist students in mastering the higher-level cognitive processes involved in the planning, production, revising, and editing of written langauge   2. To help students further develop the ability to monitor and manage their own writing    3. To aid students in the development of positive attitudes and beliefs about writing and about themselves as writers (Harris, Graham, Mason & Friedlander, 2007)"

"Self-regulation of strategic performance and knowledge about the strategies are important in helping students    * Understand how and when to apply a strategy     * Independently produce, evaluate, and modify a strategy in an effective manner     * Recognize meaningful improvement in skills, processes, and products     * Gain new insights regarding strategies and their own strategic performance     * improve their expectations of and attitudes regarding themselves as writers     * Maintain and generalize strategic performance (Harris, Graham, Mason & Friedlander, 2007)"

The Critical Characteristics of SRSD There are five critical characteristics of SRSD instruction. The first, both genre specific and general writing strategies and self-regulation strategies, as well as declarative, procedural, and conditional knowledge, are explicitly taught and supported in development. The second characteristic is that students are viewed as active collaborators during instruction. Third, instruction is individualized. This ensures that the processes, skills, and knowledge targeted for instruction are suited to meet each child's developmental needs. Four, SRSD is criterion based, allowing students to progress through stages at their own pace. Lastly, SRSD is an ongoing process. During this process, new strategies are introduced while previously taught strategies are expounded upon over time.

Descriptive Information Typically, there are six stages of instruction in the SRSD approach. 1. Develop Background Knowledge During this stage, any background knowledge or pre-skills that will be needed for learning and using the writing and self-regulation strategies are developed. This is done by reading works in the genre being addressed to develop vocabulary, knowledge, or concepts that are needed for instruction. Also accompanying this stage is discussion of both the writing and self- regulation strategies to be learned. Teachers may begin development of self-regulation, introducing goal setting and self-monitoring. 2. Discuss It During this stage, the teacher and students discuss the significane and benefits of the strategies to be learned. Each step in the writing strategy, as well as mnemonics to be used, are discussed. Goals of strategies are determined, current performance is evaluated, and discussion on how and when to use the strategy round out this stage. Generalization of strategies begin during this stage as well. 3. Model It During this stage, the teacher models, as well as uses collaborative modeling, writing and self-regulation strategies. This modeling results is appropriate models for students. The teacher and students analyze and discuss strategies, making changes to the model as needed. Also during this stage, teachers can model self-assessment and self-recording. It is important to               continue generalization support when modeling. 4. Memorize It Memorization is incorporated throughout each stage of the process. Although it has already begun during the earlier stages, confirmation of memorized strategies, mnemonics, and self- instructions occur during this stage. This stage is especially important for students with learning or writing difficulties because of the fact that they often experience memory problems. 5. Support It During this stage, students use the newly taught strategy, self-instructions, and any other self-regulation procedures as they actually produce work. While students are working, the teacher provides as much assistance as needed by each individual student. Prompts, interactions, and guidance are gradually fazed out while criterion levels are gradually increased, until final goals are met. Also during this stage, both the teacher and students plan for and initiate generalization and maintenance of the strategy. It is important that students are given adequate time and support to master the strategy. 6. Independent Performance During this stage, students use the strategy independently. Self-regulation procedures are continued, but can be gradually faded as determined by each child's needs. Continuation of            plans for maintenance and generalizations rounds out this stage. Lastly, the teacher and students collaboratively evaluate the effectiveness of the strategy and performance using the strategy.

There are several key points to remember about SRSD in general. The first is that throughout the stages, teachers and students collaborate on the acquisition, implementation, evaluation, and modification of both the writing and self-regulation strategies. Another key point is that the stages can be reordered, combined, revisited, modified, or deleted to meet student ad teacher needs. The stages are meant to be recursive. Most importantly, students must remember the strategies that are taught over time, and must be able to use them in different settings.

References

Graham, S; Harris (Nov 1993). "K". The Elementary School Journal 94 (2): 169-181.

Harris, Karen. "Self-Regulated Strategy Development (SRSD) for Writing Strategies Instruction Implementation Table". Retrieved 7/2/2013.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2007). Powerful Writing Strategies for All Students. Baltimore, MD: Paul H. Brookes Publishing Company.